SYLLABUS. Cambridge International AS Level For HKEAA Centres. French Language Spanish Language 8895 For examination in June 2015

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1 SYLLABUS Cambridge International AS Level For HKEAA Centres French Language 8272 Spanish Language 8895 For examination in June 2015 French Language 8682 German Language 8683 Hindi Language 8687 Japanese Language 8281 Spanish Language 8685 Urdu Language 8686 For examination in November 2015 Cambridge Advanced

2 Changes to syllabus for 2015 This syllabus has been updated, but there are no significant changes. Cambridge International Examinations retains the copyright on all its publications. Registered Centres are permitted to copy material from this booklet for their own internal use. However, we cannot give permission to Centres to photocopy any material that is acknowledged to a third party even for internal use within a Centre. IGCSE is the registered trademark of Cambridge International Examinations Cambridge International Examinations 2013

3 Contents 1. Introduction Why choose Cambridge? 1.2 Why choose Cambridge International AS and A Level? 1.3 Why choose Cambridge International AS Level French, German, Hindi, Japanese, Spanish, Urdu? 1.4 How can I find out more? 2. Teacher support Support materials 2.2 Resource lists 3. Assessment at a glance Availability 3.2 Scheme of assessment summary 4. Syllabus aims and assessment objectives Syllabus aims 4.2 Assessment objectives 5. Topic areas Description of components Component 1: Speaking Test 6.2 Component 2: Reading and Writing 6.3 Component 3: Essay 7. Topic areas: further guidance Mark schemes Component 1: Speaking Test 8.2 Component 2: Reading and Writing 8.3 Component 3: Essay 9. Administrative guidance on the Speaking Test Conducting the Speaking Test 9.2 Administrative arrangements 9.3 Completing the Working Mark Sheet 9.4 Arrangements for external moderation 10. Appendix A: Working Mark Sheet June examination Appendix B: Working Mark Sheet November examination Appendix C: Form NOE (External) Other information...28

4 Introduction 1. Introduction 1.1 Why choose Cambridge? Recognition Cambridge International Examinations is the world s largest provider of international education programmes and qualifications for learners aged 5 to 19. We are part of Cambridge Assessment, a department of the University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the world s universities and employers. Cambridge International AS and A Levels are recognised around the world by schools, universities and employers. The qualifications are accepted as proof of academic ability for entry to universities worldwide, though some courses do require specific subjects. Cambridge International A Levels typically take two years to complete and offer a flexible course of study that gives learners the freedom to select subjects that are right for them. Cambridge International AS Levels often represent the first half of an A Level course but may also be taken as a freestanding qualification. The content and difficulty of a Cambridge International AS Level examination is equivalent to the first half of a corresponding Cambridge International A Level. Cambridge AS Levels are accepted in all UK universities and carry half the weighting of an A Level. University course credit and advanced standing is often available for Cambridge International AS and A Levels in countries such as the USA and Canada. Learn more at Excellence in education Our mission is to deliver world-class international education through the provision of high-quality curricula, assessment and services. More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160 countries who offer their learners an international education based on our curricula and leading to our qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities around the world. Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international experts and practitioners and take account of the different national contexts in which they are taught. Cambridge programmes and qualifications are designed to support learners in becoming: confident in working with information and ideas their own and those of others responsible for themselves, responsive to and respectful of others reflective as learners, developing their ability to learn innovative and equipped for new and future challenges engaged intellectually and socially, ready to make a difference. 2 Syllabus for examination in 2015.

5 Introduction Support for teachers A wide range of support materials and resources is available for teachers and learners in Cambridge schools. Resources suit a variety of teaching methods in different international contexts. Through subject discussion forums and training, teachers can access the expert advice they need for teaching our qualifications. More details can be found in Section 2 of this syllabus and at Support for exams officers Exams officers can trust in reliable, efficient administration of exam entries and excellent personal support from our customer services. Learn more at Not-for-profit, part of the University of Cambridge We are a not-for-profit organisation where the needs of the teachers and learners are at the core of what we do. We continually invest in educational research and respond to feedback from our customers in order to improve our qualifications, products and services. Our systems for managing the provision of international qualifications and education programmes for learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality management, ISO 9001:2008. Learn more at Why choose Cambridge International AS and A Level? Cambridge International AS and A Levels are international in outlook, but retain a local relevance. The syllabuses provide opportunities for contextualised learning and the content has been created to suit a wide variety of schools, avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving. Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable candidates to become effective learners and to provide a solid foundation for their continuing educational journey. Cambridge International AS and A Levels give learners building blocks for an individualised curriculum that develops their knowledge, understanding and skills. Schools can offer almost any combination of 60 subjects and learners can specialise or study a range of subjects, ensuring a breadth of knowledge. Giving learners the power to choose helps motivate them throughout their studies. Through our professional development courses and our support materials for Cambridge International AS and A Levels, we provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the pursuit of excellence in education. Cambridge International AS and A Levels have a proven reputation for preparing learners well for university, employment and life. They help develop the in-depth subject knowledge and understanding which are so important to universities and employers. Syllabus for examination in

6 Introduction Learners studying Cambridge International AS and A Levels have the opportunities to: acquire an in-depth subject knowledge develop independent thinking skills apply knowledge and understanding to new as well as familiar situations handle and evaluate different types of information sources think logically and present ordered and coherent arguments make judgements, recommendations and decisions present reasoned explanations, understand implications and communicate them clearly and logically work and communicate in English. Guided learning hours Cambridge International AS Level syllabuses are designed on the assumption that candidates have about 180 guided learning hours per subject over the duration of the course. This is for guidance only and the number of hours required to gain the qualification may vary according to local curricular practice and the learners prior experience of the subject. 1.3 Why choose Cambridge International AS Level French, German, Hindi, Japanese, Spanish, Urdu? Cambridge International AS Levels in languages other than English are accepted by universities and employers as proof of linguistic ability and understanding. Successful language students gain lifelong skills, including: the ability to communicate confidently and clearly in the target language a sound understanding of the nature of language and language study, and of the skills and abilities required for further study, work and leisure insight into the culture and contemporary society of countries where the language is spoken better integration into communities where the language is spoken positive attitudes towards language learning, towards the speakers of other languages, and towards other cultures and societies skills which can be used in other areas of learning, such as analysis and memory skills. Prior learning We recommend that candidates who are beginning this course should have previously completed a Cambridge O Level or Cambridge IGCSE assessment/course or equivalent in French, German, Hindi, Japanese, Spanish or Urdu. Progression A Cambridge International AS Level in a language provides a suitable foundation for the study of the language at A Level and thence for related courses in higher education. Depending on local university entrance requirements, it may permit or assist progression directly to university courses in languages or some other subjects. It is also suitable for candidates intending to pursue careers or further study in languages, or as part of a course of general education. 4 Syllabus for examination in 2015.

7 Introduction 1.4 How can I find out more? If you are already a Cambridge school You can make entries for this qualification through your usual channels. If you have any questions, please contact us at info@cie.org.uk If you are not yet a Cambridge school Learn about the benefits of becoming a Cambridge school at us at info@cie.org.uk to find out how your organisation can register to become a Cambridge school. Syllabus for examination in

8 Teacher support 2. Teacher support 2.1 Support materials Cambridge syllabuses, past question papers and examiner reports to cover the last examination series are on the Syllabus and Support Materials DVD, which we send to all Cambridge schools. You can also go to our public website at to download current and future syllabuses together with specimen papers or past question papers and examiner reports from one series. For teachers at registered Cambridge schools a range of additional support materials for specific syllabuses is available online. For Teacher Support go to (username and password required). 2.2 Resource lists We work with publishers providing a range of resources for our syllabuses including textbooks, websites, CDs etc. Any endorsed, recommended and suggested resources are listed on both our public website and on Teacher Support. The resource lists can be filtered to show all resources or just those which are endorsed or recommended by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are written to align closely with the Cambridge syllabus they support. 6 Syllabus for examination in 2015.

9 Assessment at a glance 3. Assessment at a glance Note: The use of dictionaries is not permitted in any assessment. 3.1 Availability AS Language Examined in French 8272 June Spanish 8895 June AS Language Examined in French 8682 November German 8683 November Hindi 8687 November Japanese 8281 November Spanish 8685 November Urdu 8686 November These syllabuses are available to private candidates. Detailed timetables are available from Scheme of assessment summary Component 1 Speaking Test Component 2 Reading and Writing Component 3 Essay duration weighting duration weighting duration weighting AS Language (compulsory Speaking Test*) 20 mins 30% 1 hour 45 mins 50% 1 hour 30 mins 20% * The compulsory Speaking Test contributes to candidates overall grade. Where candidates perform to the appropriate standard, certificates will record whether a Distinction, Merit or Pass was achieved in the Speaking Test. Syllabus for examination in

10 Syllabus aims and assessment objectives 4. Syllabus aims and assessment objectives 4.1 Syllabus aims Cambridge International AS Level syllabuses in languages other than English aim to: develop the ability to understand a language from a variety of registers enable students to communicate confidently and clearly in the target language form a sound base of skills, language and attitudes required for further study, work and leisure develop insights into the culture and civilisation of the countries where the language is spoken encourage positive attitudes to language learning and a sympathetic approach to other cultures and civilisations support intellectual and personal development by promoting learning and social skills. 4.2 Assessment objectives The examinations are designed to assess candidates linguistic competence and their knowledge of contemporary society. In the exams, candidates will be expected to: understand and respond to texts written in the target language, drawn from a variety of sources such as magazines, newspapers, reports, books and other forms of extended writing manipulate the target language accurately in spoken and written forms, choosing appropriate examples of lexis and structures select information and present it in the target language organise arguments and ideas logically. 8 Syllabus for examination in 2015.

11 Topic areas 5. Topic areas All textual material used in the examinations will be drawn from the topic areas below, with reference to the country or countries where the language is spoken. More guidance on the topic areas is given in Section 7. Human relationships Family Generation gap Young people Patterns of daily life Urban and rural life The media Food and drink Law and order Religion and belief Health and fitness Work and leisure Equality of opportunity Employment and unemployment Sport Free time activities Travel and tourism Education Cultural life/heritage War and peace The developing world Scientific and medical advances Technological innovation Environment Conservation Pollution Contemporary aspects of the country or countries where the language is spoken Syllabus for examination in

12 Description of components 6. Description of components 6.1 Component 1: Speaking Test 20 minutes, 100 marks There is no question paper for the Speaking Test. This component description should be read in conjunction with Section 8 (Mark Schemes), and Section 9 (Administrative guidance on the Speaking Test). The form required for the assessment of the test is provided in Appendix A (June series) and Appendix B (November series). Centres/Ministries must appoint a local examiner to conduct the Speaking Test, and must notify Cambridge of the examiner s name and qualifications using form NOE (see Appendix C). Cambridge must be notified of any subsequent changes to this information as soon as possible. It is important that the timings listed for the individual parts of the test are adhered to, within the tolerances given. Section 1: Presentation No more than 3½ minutes, 20 marks The candidate gives a presentation, lasting about three minutes, on a specific topic taken from one of the topic areas listed in Section 5. The presentation must demonstrate the candidate s knowledge of the contemporary society or cultural heritage of a country where the target language is spoken. Candidates who do not do this will have their mark for Content/Presentation halved (see Section 8, Mark Schemes). Centres wanting further advice on acceptable subject matter should contact the Cambridge Languages Group. The candidate should be able to present relevant facts, express opinions and hypotheses, and put forward points for discussion. Ideally, the candidate should prepare a topic in which they have a personal interest, aiming to give a lively and interesting presentation. Candidates may prepare a cue card (such as a postcard) in the target language to remind them of the main points they wish to make, to bring into the examination room. Candidates may also bring in a limited quantity of illustrative material, such as maps, diagrams, statistics, pictures or short articles. A script of the presentation is not allowed. Examiners will only interrupt candidates to ask questions if the presentation shows no sign of finishing after 3½ minutes, or to prompt a candidate having obvious difficulty in continuing with their presentation. 10 Syllabus for examination in 2015.

13 Description of components Section 2: Topic conversation 7 8 minutes, 40 marks The presentation will lead into a conversation about the chosen topic. During the presentation, the examiner can make notes in order to help them ask appropriate questions. Candidates must be prepared to supply additional factual material where appropriate and to express and defend a point of view. In order to give the candidate every opportunity to do this, examiners will use open-ended questions (such as tell me more about..., why?, how? ), rather than closed questions which may be answered by yes/no. When choosing a topic, candidates should consider how the subsequent conversation might develop: if they cannot think of six or more possible questions that the examiner could ask, the topic is unlikely to be a fruitful source of discussion. The examiner will encourage the candidate to contribute as much as possible to the conversation. As part of this, the candidate is required to seek information from and the opinions of the examiner, and must be given every opportunity to do so (see Section 8, Mark Schemes). Section 3: General conversation 8 9 minutes, 40 marks At the end of the Topic conversation the examiner will announce the transition to the General conversation. This section begins with fairly straightforward questions about the candidate s background and interests, and moves quickly on to a more mature conversation discussing more abstract and/or current issues within the general topic areas. The subjects covered in this section will depend on the candidate s interests and the subject of the presentation: for example, it would not be appropriate to continue talking about the environment if the candidate has already chosen to discuss ecology for the topic. Candidates should be able to discuss some matters of current interest, though examiners should not expect candidates to be well informed on all matters of serious contemporary concern. If the candidate seems unresponsive, the examiner will try a change of topic. For example, the examiner might begin this section with questions such as How do you spend your spare time?, leading rapidly to matters of contemporary interest/current affairs. The type of question is important: closed questions may, of course, be used to gain some information on the candidate s interests, but openended questions beginning with why...?, how...?, or what do you think about...? will give the candidate more scope in their responses. Each starter question could, depending on the reaction of the candidate, lead away from factual matters towards more abstract areas, for example: How long have you lived here? could lead on to What do you think of the area? What would attract people to the area/make them leave it? What would be your ideal place to live and why? What subjects are you studying? What do you think of the way you ve been taught? How could it be improved? discussion of school/education system, comparison with other countries. Syllabus for examination in

14 Description of components The General Conversation section might develop as follows: What do you do in your spare time? Answer: Sport Supplementary questions taking part?/ watching?/team/individual? Why? This could develop along sport/health lines, necessity for sport in schools, success/failure of national teams. Feelings of nationalism/nationality; drugs in sport etc., all according to the responses of the candidate. Any of these areas of discussion could lead to violence in sport society, the need for government intervention/ control politics etc. Answer: Watch TV Supplementary questions what sort of programmes/news? This might develop along the lines of whether the news is unbiased/censorship in general. Films? what makes a film successful, importance of stars and why; national or international film industries, subsidies for the Arts, etc. Documentaries? are they merely entertainment, or a genuine educational experience? are they sensationalised? power of the media, etc. Candidates must seek information and opinions from the examiner, and should be given every opportunity to do so (see Section 8, Mark Schemes). The General Conversation section might only cover two or three topic areas, possibly more if the examiner has difficulty finding something the candidate is interested in, or can talk about. Candidates who cannot sustain the conversation at a level appropriate to a 17/18+ examination (when given every opportunity to do so) cannot expect a high mark. Important note: It is intended that both conversation elements will be lively and spontaneous. Teachers should warn their candidates not to produce chunks of pre-learned material since Cambridge s moderators are advised to penalise candidates who do so. Equally, teachers who may also be conducting the final examination should guard against over-rehearsing the tests in advance. Any suspicion of collusion in the conduct of speaking tests (e.g. pre-prepared questions, candidates or teachers using pre-determined scripts) will be dealt with in accordance with Cambridge s Malpractice procedures. 12 Syllabus for examination in 2015.

15 Description of components 6.2 Component 2: Reading and Writing 1 hour 45 minutes, 70 marks Two passages in the target language are set which deal with related themes. Candidates answer specific and general comprehension questions on the two passages, and respond to a task requiring a summary or comparison of issues raised. The target language will be used for all questions and answers. The passages will have been written during the last twenty years, and will reflect the international scene. In addition: the two passages, taken together, will not exceed 750 words (1500 characters in Japanese) on the first passage, two tests (5 marks each) will cover vocabulary recognition and grammatical manipulation. These will be followed by a series of comprehension questions (15 marks for Content and 5 marks for Quality of Language) on the second passage, there will be a series of comprehension questions (15 marks for Content and 5 marks for Quality of Language) the last question will require candidates to write about 140 words (280 characters in Japanese), drawing information from both passages and adding their own opinions, (10 marks for information drawn from the passages, 5 marks for personal response to the material, and 5 marks for Quality of Language). 6.3 Component 3: Essay 1 hour 30 minutes, 40 marks A list of five topics, selected from the topic areas in Section 5, is published annually in the syllabus, and changes every year. A question will be set on each of the five topics; candidates choose one question and write an essay in the target language of words ( characters in Japanese). Of the 40 marks available, 24 are for the Quality of the Language and 16 for the Content (see Section 8, Mark Schemes). Set topics for 2015: 1 Patterns of daily life 2 Law and order 3 Health and fitness 4 Employment and unemployment 5 Scientific and medical advances Syllabus for examination in

16 Topic areas: further guidance 7. Topic areas: further guidance Teachers can explore the topic areas in any way they choose. The following examples (which are not prescriptive) are a useful guide to planning courses. All these suggestions, and other themes chosen by the teacher from within the topic areas, should be studied with reference to countries/communities where the language is spoken. Human relationships family generation gap young people family activities; new patterns of family relationships; the status of the elderly and responsibility for their care generation gap; conflicts in the family circle; young people and the older generation; attitudes of young people to the family environment young people; young people and their peer group; young people as a target group for advertisers and politicians Patterns of daily life urban and rural life the media food and drink law and order religion and belief health and fitness daily routine; school; the individual s way of life; living conditions advantages and disadvantages of urban and rural life; transport and communications; shopping; housing the role and influence of the media; the power of advertising healthy eating; fast-food; national traditions of eating and drinking violence and crime; drug-related crime; the role of the police; law-enforcement the place of religion in society; attitudes to religious belief; patterns of attendance; religious minorities healthy living; exercise; dieting; drugs; health care provision; stress; AIDS Work and leisure equality of opportunity employment and unemployment sport free time activities travel and tourism education cultural life/heritage women in society and in the workforce; equality of opportunity for minority groups preparation for work and job opportunities; career plans; qualifications and job routines; plight of the unemployed, areas of high unemployment; demise of traditional industries; possible solutions, immigrant workers individual and team sports; amateur and professional sport value of leisure; balance between leisure and work; planning leisure time tourism as a modern phenomenon; friction between tourists and local inhabitants; holidays and foreign travel education systems and types of school; patterns of curriculum; relationship between education and training; further and higher education provision; examinations the world of the arts; significant figures and trends in the arts; the place of culture and the arts in the life of the nation War and peace the developing world conflicts in the world: ethnic, religious, ideological problems of developing countries; future trends 14 Syllabus for examination in 2015.

17 Topic areas: further guidance Medical advances scientific and technological innovation advances in the treatment of disease; ethical issues of medical and other technologies cloning; genetic modifications; modern communications systems Environment pollution conservation the individual in his/her surroundings; effect of environment on individuals; protest action to protect one s locality; ways of contributing to environmental awareness global warming; acid rain; air pollution; water pollution; noise pollution; destruction of rain forests; damage to animal world; solutions and cost implications saving endangered species and landscapes Contemporary aspects of the country/ies where the language is spoken e.g. political, regional, social issues Syllabus for examination in

18 Mark schemes 8. Mark schemes 8.1 Component 1: Speaking Test Section 1: Presentation (20 marks) Content and Presentation 10 marks Pronunciation and Intonation 5 marks Language 5 marks Candidates who make no specific reference to the contemporary society or cultural heritage of a country where the language is spoken will have their mark for Content and Presentation halved. Content and Presentation Pronunciation and Intonation Language Knowledge of facts; ability to express opinions and raise issues for discussion. 9/10 Full and well organised coverage of the topic; ideas and opinions included as well as factual points; lively presentation; examiner s interest sustained. 7/8 Good exposition and sound organisation of the topic; makes relevant factual points though may be less good in ideas and opinions; presentation somewhat stilted though keeps examiner s interest. 5/6 Adequate exposition of the topic; few ideas or opinions; evidence of preparation but presentation pedestrian. 3/4 Material thin; rambling, repetitious; hardly any ideas or opinions; in danger of losing the examiner s interest. 0/1/2 Very little factual information; material irrelevant; vague, arguments incoherent; little effort at presentation. 5 Outstanding pronunciation and intonation; an occasional slight mistake or hesitation. Not necessarily a native speaker. 4 Good pronunciation, makes a fair attempt at correct intonation and expression; some mistakes and/or hesitation. 3 A fair degree of accuracy in pronunciation; quite a number of errors; some attempt at intonation and expression. 2 Intelligible but shows marked influence of mother tongue and very many errors of pronunciation. 0/1 Very poor; many gross errors; frequently incomprehensible. 5 Has a very good feeling for the language; speaks fluently and accurately; shows good use of relevant idiom and uses a wide range of structures and vocabulary. 4 Speaks fairly fluently and accurately; uses idiom with a reasonable range of structures and vocabulary. 3 May speak with hesitation; adequate range of structures and vocabulary; no ambiguity of meaning. 2 Marked hesitation; limited range of structures and vocabulary; leading to some ambiguity of meaning. 0/1 Very marked hesitation; severe limitations of structures and vocabulary; thought processes basically influenced by mother tongue. 16 Syllabus for examination in 2015.

19 Mark schemes Section 2: Topic Conversation (40 marks) and Section 3: General Conversation (40 marks) Comprehension and Responsiveness 10 marks Range of vocabulary and structures Accuracy 10 marks Providing Information and Opinions 5 marks Feel for the Language 10 marks Seeking Information and Opinions 5 marks Comprehension & Responsiveness Accuracy Feel for the Language 9 10 Very good No problems of comprehension. Responses are natural and spontaneous even to unexpected questions. Able to present and defend a point of view in discussion. 7 8 Good Few problems of comprehension. Responds thoughtfully, and copes fairly well with unexpected questions. Reasonably forthcoming but tends to follow Examiner s lead. 5 6 Satisfactory Understands questions on basic situations and concepts, but has difficulty with more complicated ideas. Some delay in response. Needs encouragement to develop topics. OR Relies heavily on prepared responses. 3 4 Weak Has general difficulty in understanding. Limited response to questions on the majority of topics raised. 0 2 Poor Severe problems of comprehension. Very marked hesitation. Limited responsiveness Very good Consistently accurate. Only occasional minor slips. 7 8 Good Accuracy generally good, with more frequent errors than in the very best candidates. Shows a sound basic understanding of grammatical usage. 5 6 Satisfactory Accuracy indicates a measure of competence but with some obvious and significant gaps in grammatical usage. 3 4 Weak Generally inaccurate use of the language. 0 2 Poor No grasp of grammatical accuracy. Errors constant and repeated Very good Has a very good feeling for the language and is able to express concepts fluently in appropriate idiom. Negligible influence from the mother tongue. 7 8 Good Has a very good feeling for the language. Shows competent use of relevant idiom. Avoids significant influence from mother tongue. 5 6 Satisfactory Feeling for the language evident with some occasional use of relevant idiom. Thought processes and expression are influenced by mother tongue. 3 4 Weak Has scant feeling for the idiom. Generally translates literally from the mother tongue. 0 2 Poor Has no feeling for the foreign target language. Range of vocabulary and structures Providing Information and Opinions 5 Very good Extensive range of appropriate vocabulary. Able to use a wide range of structures with confidence. 4 Good Has sufficient range of vocabulary and structures to handle reasonably mature subjects. 3 Satisfactory Limited expression of ideas (but not ambiguity) caused by limitations in range of vocabulary and some structures. 2 Weak Severe limitations of vocabulary and structures restrict discussion to a very basic level. 0 1 Poor Very restricted vocabulary. Only simple sentences and no variety of structure. Seeking Information and Opinions* 5 Very good More than one question asked with confidence. Spontaneous or prompted, but arising out of conversation and relevant to topic under discussion. High level of accuracy, using a range of question forms. 4 Good Asks more than one question confidently. Spontaneous or prompted, but arising out of conversation and relevant to topic under discussion. Questions largely accurate, but forms may be limited. 3 Satisfactory Capable of asking a minimum of one question. Spontaneous or prompted, but arising out of conversation and relevant to topic under discussion. Has difficulty in formulating questions, but questions comprehensible. 2 Weak Severe limitations in asking questions possibly one question only. Question(s) will probably not arise naturally or be relevant to the topic under discussion. Question(s) difficult to understand. 0 1 Poor Questions attempted, but incomprehensible. (1) No questions, even when prompted. (0) * In the case of candidates who do not ask any questions by the end of the Topic Conversation, Examiners must prompt by asking Do you have any questions to ask of me? in the appropriate language. The same prompt should be used at the end of the General Conversation. Candidates will not be penalised for being prompted. Syllabus for examination in

20 Mark schemes 8.2 Component 2: Reading and Writing Quality of Language Accuracy (Questions 3, 4 and 5) 5 Very good Consistently accurate. Only very few errors of minor significance. Accurate use of more complex structures (verb forms, tenses, prepositions, word order). 4 Good Higher incidence of error than above, but clearly has a sound grasp of the grammatical elements in spite of lapses. Some capacity to use accurately more complex structures. 3 Sound Fair level of accuracy. Common tenses and regular verbs mostly correctly formed. Some problems in forming correct agreement of adjectives. Difficulty with irregular verbs, use of prepositions. 2 Below average Persistent errors in tense and verb forms. Prepositions frequently incorrect. Recurrent errors in agreement of adjectives. 0 1 Poor Little or no evidence of grammatical awareness. Most constructions incomplete or incorrect. Consistent and repeated error. Additional marking guidance for Quality of Language questions 3 and 4 The five marks available for Quality of Language are awarded globally for the whole performance on each set of answers. A concise answer, containing all mark-bearing components for Content is scored on the full range of marks for language, i.e. length does not determine the Quality of Language mark. Answers scoring 0 for Content cannot contribute to the overall Quality of Language mark. Identify the answer(s) scoring 0 for Content in the whole set of answers. Then add together the number of Content marks available for each of these questions and reduce the Quality of Language mark according to the following table: Total Content marks available on questions where a candidate scores 0 Reduce Quality of Language mark by: Note: A minimum of one mark for Quality of Language should be awarded if there are any Content marks at all (i.e. 0 Quality of Language marks only if 0 Content marks). 18 Syllabus for examination in 2015.

21 Mark schemes Response to the passage (Question 5) This should be marked as a mini-essay according to the variety and interest of the opinions and views expressed, the candidate s response to the original text stimulus, and their ability to express a personal point of view. Additional guidance on marking specific questions will be given to examiners. 5 Very good Varied and interesting ideas, showing an element of flair and imagination, a capacity to express a personal point of view. 4 Good Not the flair and imagination of the best candidates, but work still shows an ability to express a range of ideas, maintain interest and respond to the issues raised. 3 Sound A fair level of interest and ideas. May concentrate on a single issue, but there is still a response to ideas in the text. 2 Below average Limited range of ideas; rather humdrum. May disregard the element of response to the text, and write a largely unrelated free-composition. 0 1 Poor Few ideas to offer on the theme. Banal and pedestrian. No element of personal response to the text. Repeated error. Syllabus for examination in

22 Mark schemes 8.3 Component 3: Essay Language (24 marks) Content (16 marks) Very good Very good Confident use of complex sentence patterns, Detailed, clearly relevant and well illustrated; generally accurate, extensive vocabulary, good coherently argued and structured. sense of idiom Good Good Generally sound grasp of grammar in spite of Sound knowledge and generally relevant; quite a few lapses; reads reasonably; some some ability to develop argument and draw attempt at varied vocabulary. conclusions Adequate 7 10 Adequate A tendency to be simple, clumsy or laboured; Some knowledge, but not always relevant; a some degree of accuracy; inappropriate use of more limited capacity to argue. idiom. 5 9 Poor 3 6 Poor Consistently simple or pedestrian sentence Some attempt at argument, tends to be patterns with persistent errors; limited sketchy or unspecific; little attempt to structure vocabulary. an argument; major misunderstanding of question. 0 4 Very poor 0 2 Very poor Only the simplest sentence patterns, little Vague and general, ideas presented at random. evidence of grammatical awareness, very limited vocabulary. 20 Syllabus for examination in 2015.

23 Administrative guidance on the Speaking Test 9. Administrative guidance on the Speaking Test This guidance should be read in conjunction with the Component 1 description (Section 6) and the Mark Schemes (Section 8). There is no question paper for Component 1, the Speaking Test. Information on how to conduct and assess the Speaking Test, and the forms required for assessment, are all provided in this syllabus. 9.1 Conducting the Speaking Test Candidates must be examined singly. Only one examiner may conduct the test. No other person should normally be present during the examination. In order to put candidates at their ease when they enter the room, the examiner should smile and indicate where the candidate should sit. A good examiner will usually send a candidate out of the interview smiling, no matter how good or bad their performance. Other instructions for examiners: no smoking in the examination room do not walk about or distract the candidate in any way, for example by doodling or fiddling with papers always appear interested, even in mundane matters never show undue surprise, impatience or mockery never correct a candidate. 9.2 Administrative arrangements Timing The speaking tests take place before the main examination period as follows: between 1 April and 11 May for the June examination between 15 October and 15 November for the November examination. Dates for speaking tests are arranged locally. Refer to section 9.4 for information regarding the arrangements for external moderation Appointment of examiners HKEAA will appoint the examiners and make arrangements for testing candidates. All Centres must notify Cambridge of the name and qualifications of their chosen examiner using Form NOE (External). A copy of Form NOE is included in Appendix C and should be photocopied as required one form is required for each examiner/language. Forms must reach the Cambridge Languages Group by 1 April for the June examination and 1 October for the November examination. Care must be taken to complete the Additional Centre details for each nominated examiner, and Cambridge should be notified of any subsequent changes to this information as soon as possible. Syllabus for examination in

24 Administrative guidance on the Speaking Test Arrangements for the examination Examination conditions must prevail in the area where the examination takes place. Supervision should be provided to ensure candidates leaving the interview room do not communicate with those waiting to enter The Working Mark Sheet The Working Mark Sheet is a working document on which marks should be entered in accordance with the Mark Schemes (Section 8) during the conduct of the test. A copy of the Working Mark Sheet is included in Appendix A (June series) and Appendix B (November series) and should be photocopied as required. See also Section 9.3, Completing the Working Mark Sheet Selecting the sample to send to Cambridge Each examiner must record a sample of candidates from each Centre at which they examine. Separate cassettes/cds must be used for each Centre. The Cambridge Administrative Guide, available on our website, provides details of which candidates to include in the sample. See also Section 9.4, Arrangements for External Moderation Recording of candidates Centres should ensure, well in advance of the test, that a suitably quiet room is available and that the recording equipment is in good order. Rooms which are too close to a playground, recreation room or noisy classroom should be avoided; unnecessary background noise must be excluded. Moderation samples must be recorded at normal speed onto either a C90 audiocassette or a standard format CD. Mini cassettes/mini CDs must not be used. The Centre is responsible for supplying cassettes/cds for the recording of its moderation sample: these will not be supplied by Cambridge. All recording equipment, including cassettes/cds, must be of as high a standard as possible to ensure that moderation samples are clearly audible. Where Centres make use of digital recording software, each candidate s file must be saved individually and saved as.mp3 so that it can be accessed for the purposes of moderation. Care should be taken to ensure that recording quality is good. The recording equipment must be tested in advance, and new, unrecorded cassettes/cds used. The recording level should be tested before the start of the tests. Where possible, the recording equipment should have external microphones so that separate microphones can be used for the candidate and the examiner. If only one microphone is being used, it should be placed facing the candidate. If the candidate is softly-spoken, the microphone should be placed nearer to the candidate before the start of the test. Recording should be done as unobtrusively as possible and candidates chosen for recording should not be made to feel singled out in any way. It should be emphasised that the recording is to check the examiner not the candidate. Examiners should take care to avoid long gaps and extraneous noise on the recordings. Centres using cassettes should begin the recording at the start of side 1. Both sides of each cassette should be used before beginning a new cassette. It is helpful, at the end of each side of a cassette, if the examiner states: No further recordings on this side. If C90 cassettes are used, it should be possible to fit two speaking tests on each side of the cassette. 22 Syllabus for examination in 2015.

25 Administrative guidance on the Speaking Test The examiner should introduce each cassette/cd with the following information: Centre Number Centre Name Syllabus Number Syllabus Name Name of examiner Date For example: WY 312; International School; 8272; AS Level French; Mr R Peters; April 17th 2015 Each candidate should be introduced by their candidate number and their name. For example: Candidate number 047, Candidate name Jane Williams At the end of the sample, the examiner should say: End of sample. Once a test has begun, the recording should run without interruption. On no account should the examiner stop and re-start the recording during a test. The contents of each cassette/cd should be clearly labelled. Centres must spot-check recordings at the end of each half day session of examining. Cassettes should be rewound to the start of side 1. If a centre discovers that a candidate, whose recording should be sent as part of the moderation sample, has not been recorded or is inaudible, an must be sent immediately to Cambridge. The must include: the breakdown of the marks of the candidates who have been recorded (as required on the Working Mark Sheet), as well as the candidate whose recording is unsatisfactory detailed notes describing the unrecorded candidate s performance, mentioning specific features which led to the award of particular marks, made as soon as possible after discovery of the problem comparisons for each section of the test with other candidates included in the sample. Cambridge will then advise on the appropriate course of action. In some cases, it will be necessary to redo the test. Syllabus for examination in

26 Administrative guidance on the Speaking Test 9.3 Completing the Working Mark Sheet Appendix A and Appendix B contain the Working Mark Sheet for the Speaking Test. Examiners should copy this form as required. The form should be completed in ink during each Speaking Test. The following instructions should be read in conjunction with the Mark Scheme for Component 1 (Section 8). 1 Complete the information at the head of the form. 2 List candidates in an order which will be easy to transfer to the computer-printed Internal Assessment Mark Sheet (MS1) at a later stage (i.e. in candidate number order). 3 In accordance with the Mark Scheme for Component 1 (Section 8), enter marks for Presentation, Topic Conversation, and General Conversation in the appropriate columns. 4 Add the marks to give a total out of 100; enter this figure in the Total column. 5 Check all additions. 9.4 Arrangements for external moderation External moderation of internal assessment is carried out by Cambridge. Centres must submit the internally assessed total marks of all candidates to Cambridge. Centres must also submit the internally assessed Sp eaking tests of a sample of candidates to Cambridge. The Cambridge Administrative Guide, available on our website, provides details of which candidates are to be included in the sample. The deadlines and methods for submitting internally assessed marks and work are in the Cambridge Administrative Guide, available on our website. Centres must send the following to Cambridge in the envelope provided: a copy of the completed Working Mark Sheet(s) listing the marks for all candidates a signed printout of the candidates total marks as submitted to Cambridge the recorded sample of candidates according to the instructions in the Cambridge Administrative Guide if there are two or more examiners: a copy of the permission from Cambridge to use more than one examiner together with the details of the internal moderation procedures implemented by the Centre. Do not wait until the end of the assessment period before despatching these items. The deadlines and methods for submitting internally assessed marks and work are in the Cambridge Administrative Guide available on our website. Copies of the recordings and the Working Mark Sheet(s) should be kept by the Centre in case of postal loss or delay. 24 Syllabus for examination in 2015.

27 Appendix A: Working Mark Sheet June examination 10. Appendix A: Working Mark Sheet June examination FRENCH LANGUAGE (8272), SPANISH LANGUAGE (8895) GCE AS LEVEL A separate form must be used for each syllabus/centre. June Centre Number Centre Name Language Syllabus Number Candidate Number Candidate Name Presentation (Max 20) Content/ Presentation (Max 10) Pronunciation/ Intonation (Max 5) Language (Max 5) Comprehension/ Responsiveness (Max 10) Topic Conversation (Max 40) Accuracy (Max 10) Feel for the Language (Max 10) Providing Info/ Opinions (Max 5) Seeking Info/ Opinions (Max 5) General Conversation (Max 40) Comprehension/ Responsiveness (Max 10) Accuracy (Max 10) Feel for the Language (Max 10) Providing Info/ Opinions (Max 5) Seeking Info/ Opinions (Max 5) TOTAL (Max 100) Name of Examiner Signature Date Syllabus for examination in

28 Appendix B: Working Mark Sheet November examination 11. Appendix B: Working Mark Sheet November examination FRENCH LANGUAGE (8682), GERMAN LANGUAGE (8683) HINDI LANGUAGE (8687), JAPANESE LANGUAGE (8281) SPANISH LANGUAGE (8685), URDU LANGUAGE (8686) GCE AS LEVEL A separate form must be used for each syllabus/centre. November Centre Number Centre Name Language Syllabus Number Candidate Number Candidate Name Presentation (Max 20) Content/ Presentation (Max 10) Pronunciation/ Intonation (Max 5) Language (Max 5) Comprehension/ Responsiveness (Max 10) Topic Conversation (Max 40) Accuracy (Max 10) Feel for the Language (Max 10) Providing Info/ Opinions (Max 5) Seeking Info/ Opinions (Max 5) General Conversation (Max 40) Comprehension/ Responsiveness (Max 10) Accuracy (Max 10) Feel for the Language (Max 10) Providing Info/ Opinions (Max 5) Seeking Info/ Opinions (Max 5) TOTAL (Max 100) Name of Examiner Signature Date 26 Syllabus for examination in 2015.

29 Appendix C: Form NOE (External) 12. Appendix C: Form NOE (External) This form must reach The Languages Group, Cambridge International Examinations, 1 Hills Road, Cambridge, CB1 2EU by 1 April for the June examination and 1 October for the November examination. CAMBRIDGE INTERNATIONAL AS LEVEL NOMINATION OF SPEAKING TEST EXAMINER IN LANGUAGES OTHER THAN ENGLISH Centre Number Centre Name Language Level of Examination AS Level Syllabus Number Date June/November 2015 (please delete as appropriate) NAME OF EXAMINER (Separate forms should be used for each Examiner.) OCCUPATION QUALIFICATIONS Centre Name(s)/Number(s) No. of Candidates NAMES/CENTRE NUMBERS OF ANY ADDITIONAL CENTRES AT WHICH S/HE WILL EXAMINE AND NUMBERS OF CANDIDATES Statement to be signed by the person who has made the nomination shown above. I certify that to the best of my knowledge the person I have nominated on this form is well qualified to undertake the work. The nominee has agreed to undertake the work. SIGNED DATE OFFICIAL POSITION Syllabus for examination in

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